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OUTLINES FOR 



Thirty-six Lessons 

in Agriculture 



For Use in the Seventh 
or Eighth Grade 




Issued by the 

Department of Public Instruction 

Des Moines 
1915 



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OUTLINES FOR 

Thirty- six Lessons 

in Agriculture 

For Use in the Seventh 
or Eighth Grade 



Prepared by 

WILLIAM H. DAVIS 

Professor of Agriculture 
Iowa State Teachers College 



Edited by 

A. C. FULLER, Jr. 



BETTER SCHOOLS FOR IOWA 
BOYS AND GIRLS 



Issued by the 
^X-^n-'V-t*. . Department of Public Instruction 
t> Des Moines 

1915 



Albert M. DeyoE, Superintendent of Public Instruction 

Frank D. Joseph, Deputy Superintendent 

Fred L. MahANNAH, Inspector Normal Training High Schools 

J. A. Woodruff, Inspector RuraCand Consolidated Schools 

A. C. Fuller, Jr., Inspector State Graded and High Schools 

J. C. McGlaDE, Inspector State Graded and High Schools 






^^ 



Copyright. 1915, by 

WILLIAM H. DAVIS 

All Rights Reserved 



©CI,A4()6912 

JUL 12 1915 
7/r i . 



FOREWORD. 



To Boards of Education, Superintendents and Teachers: 

Agriculture is not entirely a new subject for study. Neither is it 
a stranger in the Iowa public school system, for two hundred and 
four schools enrolling two thousand six hundred and eighty-one 
pupils in such courses report work in agriculture for the past year. 

The Thirty-fifth General Assembly established agriculture in 
the courses of study for all public schools. The wisdom of this 
action is clear to all. Whatever the views held concerning the 
aims of education, agriculture can be most profitably utilized 
in promoting them. Moreover, agriculture interests more people 
than any other science. Practically all other sciences contribute 
to it. Agriculture is most wonderful in extent, most interesting in 
character, and most useful in its economic relations. 

Experience thus far with teaching agriculture in the schools 
shows that the educational values resulting from this work are as 
permanent as those from any other subject, whether in one or more 
units, while the economic value is shown in actual results on the 
home farms and in the redirecting of the lives of young people. 

Whatever obstacles confront us in shortage of teachers, or reluc- 
tance to depart from traditional lines of school work, time v/ili 
speedily remedy. The teacher supply will increase, and actual re 
suits from work sincerely and sympathetically undertaken will 
overcome inertia and prejudice. For the present a minimum of 
six weeks of special preparation is expected of all teachers giving 
instruction under this plan. 

These outlines were prepared, the lists of apparatus compiled 
and tested out, and the drawings made by Prof. W. H. Davis, in- 
structor in agriculture in Iowa State Teachers' College. 

This course of study is a detailed plan of work for grade schools 
only. It is expected that thirty-six lessons will be given, each ninety 
minutes in length. A common practice will be to take the time 
after recess in the afternoon one day per week. Both boys and girls 
will take the work. Like all courses of study this outline may need 
some adaptations to meet local conditions. Suggestions for im- 
provement from teachers and others will be gladly received. 

Albert M. Deyoe, 

Superintendent of Puhlic Instruction. 



PREFACE AND DIRECTIONS FOR THE, TEACHER. 

The object of this syllabus is to place something definite and use- 
ful before the students and teacher whereby they may be led to 
think for themselves and put thought into their work. Experi- 
mentation lends interest and practicability to the work and appeals 
to both the agriculturist and pupil. The day of farming on paper 
is past and the spirit of "concrete farming" and teaching is here. 
Pupils taught by this laboratory method will be far more efficient 
in knowledge, ability, character and bread-earning power than 
those taught by text only. ' 

Note Books. 

The student should not copy drawings or statements, save the 
objects to the experiments, from text or elsewhere ; but if it be- 
comes necessary to copy a drawing or a statement, that fact should 
be noted preceding the statement or under the drawing and the 
reference given with the page. Students should leave the finished 
laboratory exercises in the drawer of the desk or in a case fitted 
for this purpose so they may be inspected at any time. The teacher 
should not allow finished work to be taken from the class room. 
The experimental work should precede the recitation which clinches 
the laboratory work and calls to mind those things upon which 
they cannot experiment or which are impracticable for experimen- 
tation. Two laboratory periods are counted as one recitation, and 
when possible, the teacher may assign a laboratory experiment to 
be solved outside of class as a lesson preparation. Give the instruc- 
tions to the pupils for experimentation as stated herein. They may 
be copied on the board or mimeographed. The plans, drawings, 
etc., herein are for the teacher and should not be given to students 
for copying. Pupils should draw from the specimens themselves. 

Reference Books. 

In the back of this book is a table giving accurate page refer- 
ences to many of the best books available. At least ten of these 
books should be provided for the use of the class. It is hoped that 
this form for the references will be most convenient. The extra 
chart may be posted for the use of the pupils. The teacher should 



— 5 — 

read the references in the different texts and perform the experi- 
ments before presenting the laboratory work to the class that she 
may know the subject matter thoroughly. Have the pupils read the 
references from the texts designated and report the facts to the 
class in order that the most subject matter possible may be pre- 
sented. Pupils will need help in selecting proper items for their 
note books, and with the order and arrangement of the matter. 
This will lie a proper part of English work. The teacher should 
mark the work each week so the student may know how his work 
stands and thereby receive better instruction. The teacher should 
not make drawings nor answer questions for students and then 
mark the work as that of students. The student must make all 
drawings, answer all questions and receive a grade according to 
his ability to think along these lines. However, if the teacher 
thinks some points need explaining, they should be explained to 
the whole class alike. Work with individual pupils will be re- 
quired in this subject as in any other. 

Teachers can do much to stimulate the interest and activity of 
the children by arranging observation trips to local fields and farm 
yards; by organizing boys' and girls' clubs and encouraging home 
projects under the direction of the Club Work Department of the 
Iowa Agricultural College at Ames. 



FOR THE PUPIL. 

Hoiv to record the work in an experiment. — Every experiment 
has an object which is the question for which an answer is to be 
found. Read the object or question thoroughly so you understand 
the purpose for which you are working. Then, put down the word 
"Object" and after it, copy the question as stated. Operation is 
the work done. Here tell just what you did and what you saw in 
the order in which it occurred; use the first person singular or 
plural as "I" did this and "I" saw that or "We" did this and 
"We" observed that. Observe neatness and order in recording 
your work. Do not copy the directions of the Operation as given 
but put down what you did and saw. 

In your conclusion, you should answer the question of your ob- 
ject with a brief, logical answer. Every experiment shonld have a 
conclusion. 



— 6 — 



Example of a finished experiment. 



EXPERIMENT 1. 
John Doe. 



September 7, 1915. 



Object. Do all corn plants have the same number of leaves? 
State any variation. 

Operation. I counted the leaves on ten corn plants and found 
the numbers to be as follows : 



Plant 


1 1 


1 2 


1 3 1 


4 1 


5 1 


6 1 


'J' 1 


8 1 


9 1 


JO 


Leaves 


10 1 


14 


1 11 1 


16 1 


7 1 


3 1 


1 IB 1 


10 1 


10 1 


17 



Comclusion. All corn plants do not have the same number of 
leaves. They vary from 7 to 18. 

Place but one experiment on a page or sheet in the note book 
and your name on each experiment. 



— 7 — 



CHAPTER I.— PLANT PROCESSES. 

EXERCISE 1 (Experiment). 

GERMINATION. 
For the Teacher : 

The teacher should prepare for each student fifteen good corn 
and fifteen bean seeds soaked in plenty of water for twenty-four 
hours, running water preferred. Pour off the water, cover with a 
damp cloth until ready for planting. Use either soil boxes or indi- 
vidual garden plots as shown below. 



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Have each student spade his plot, prepare a mellow seed bed, 
plant ten of the soaked corn grains in one row on one day, some 
with the points down. Leave some seeds in the jar to sprout that 
they may watch them. Wait two days, plant ten more in another 
row; after four more days, plant ten in a third row. Let these 
stand until the first leaves show above the ground. Make your 
plantings of beans on the same days as your corn and similarly, 
only continue planting your beans four days apart, one half row 
at a time, until the first planted are well above the ground. The 
weather and conditions will vary but this is intended for weather 
70°F. and plenty of rain. Noie: Start Experiment 3. 

The corn and beans will be ready in two weeks. 



— 8 — 

For the Pupil : 

Object. How does the germination of a kernel of corn differ from 
that of a bean ? 
Operation. 1. Plant corn and beans as directed by your teacher. 
Record just what you did, with dates. 

2. When your planted beans and corn have leaves, 

dig some from each row and take to the labora- 
tory in a pan J cover with damp cloth, rinse 
well. Why ? 

3. Note where the root of the com first appeared, 

also that of the bean, and where the stem of 
each appeared. Describe the differences. 

4. What parts of the kernel of corn are left in the 

ground 1 Of the bean ? 

5. Find at least three changes that each has made. 

Describe them. Sketch your germinating seed- 
lings. Label roots, stem, leaves, seed coats. 
Place the drawings of the corn together; also 
those of the bean. 

6. What makes sand and soil cling to the roots? 

Experiment 4 wall help you to answer. 

Conclusion. Answer the question or object. 



— 9 — 



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— 11 — 

EXERCISE 2A (Experiment). 

STARCH. 
To the Teacher: 

For part A, have at hand or have the pupils bring from home, 
a glass tumbler for each group of 5 students; also, a potato, ear 
of corn (soak some kernels) and a teaspoonful of com starch. 

For Part B, cut from a cork pieces as large and as thick as a 
cent. Obtain some pins and about a cup of alcohol. A wood alco- 
hol lamp may be made by putting a lamp wick in an oil can and 
threading through a nut on top ; any means for boiling may be 
employed. Pupils may do this boiling at home. Have the students 
set up Part B first, then solve Part A. 

For the Pupil : 

Object. "What is a good test for starch? 

Operation. 1. Four students work together. 

2. In a glass half filled with warm water, place a 

piece of corn starch as large as a pea, mix 
thoroughly — dissolve. 

3. Drop five drops of iodine in this solution. You 

may use more if necessary. Put iodine on a 
corn kernel, cut lengthwise, and a slice of po- 
tato. Let stand for five minutes, 

4. Starch dissolved in water by boiling enables the 

iodine to work quickly. 
Conclusion. 

EXERCISE 2B (Experiment). 
WORK OF THE LEAF. 

Object. What effect does sunlight have upon a dandelion leaf? 

Operation. 1. Choose a warm, sunshiny day and a plant that 
will be in the sunshine all day. 
2. Early in the morning, before sunrise if pos- 
sible, shade a part of a dandelion leaf by 
fastening two cork discs about the size of a 
cent so that they are opposite each other and 
some of the leaf between them. Do this by 
running two pins directly through the corks 
and leaf. Better results will be obtained, if 
you use several kinds of leaves. Thin leaves 
are best. 



— ]2 — 

3. Pick the leaf at the close of day, boil in water 

to kill the leaf, and dissolve any material that 
you may wish to use. 

4. Soak the leaf in denatured alcohol (keep the 

alcohol in a covered receptacle) until the leaf 
is white. What color is this alcohol? What 
did it remove? Wash the leaf. 

5. Cover the leaf with iodine and let stand for a 

time. Why? Can you see where the corks 
were? Why is the other portion of the leaf 
colored? What does this color show? Name 
a condition that is necessary to make food in a 
leaf. 

6. Was there ever "food" between the corks? 

When? When was it removed? 



Conclusion. 



EXERCISE 2C {Experiment). 

WATER IN PLANTS. 

For the Teacher: 

If you do not have glass tumblers, have each student bring one 
from home. Each student needs a pocket knife and a piece of 
cardboard four inches square. Set the apparatus over a potted 
plant (geranium) or over a clover or other plant out of doors. This 
may be done either at night or in the morning. Good results are 
obtained by leaving it set up over night. 







— 13 — 

For the Pupil : 

Object. What becomes of the water drawn in by root hairs? 

Operation. 1. Cut a cardboard 4 inches square. Choose a plant 
which can be easily covered by a tumbler. 
2. Cut a hole in the center of the cardboard the 
same diameter as the stem of the plant, then 
cut along a line to one side, thus enabling the 
stem to take its position at the center. Place 
this around the stem and seal the opening 
around the stem and cut, with wax or melted 
paraffin. 
' 3. Cover the plant with a glass tumbler resting on 
the cardboard which rests on the ground or 
on a flower pot. Let remain over night. 

4. Note the surface of the glass. The openings 

(stomates) in the leaves allowed this to come 
out. 

5. What may be the source of the so-called "dew" 

on grass in the morning? Look under thick 
clover in the day time — feel — what do you 
find? It is said that 500 tons of water are 
taken from the soil to grow one ton of corn 
fodder and the roots of a corn plant if placed 
end to end would reach a mile. 
Conclusion. 

EXERCISE 3 (Recitation). 

SUMMARY AND CONCLUSION. 

Recitation on excretion and use of water as in the references. 
Bring out the fact that it is best to cut clover and alfalfa when 
most of the water is out or about 3 P. M. 

EXERCISE 4 (Laboratory). 

ROOT HAIRS. 

For the Teacher: 

Some roots from corn sprouted between damp cloths or oats 
sprouted between damp blotters should be prepared six days be- 
fore this class exercise. If roots are pulled from the soil, wash 



14 — 



them as the root hairs hold the fine grains of sand and they do not 
show well. Do not let root hairs become dry, place them on damp 
paper for study. They look like fuzz to the eye and it is through 
these that water containing soil food-elements is drawn into the 
plants. Use a tripod or other magnifier. If possible, have each 
student own a magnifier. 



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Diagram to show all plant processes and the means for carrying on these 

processes. 



— 15 — 

For the Pupil: 

Object. What are root hairs? Where are they located? Their 
use? 

Operation. 1. Place some soaked oat seeds between damp blot- 
ters (or cloths) for six days. Keep in a warm 
place. 

2. Observe the fuzz like projections on the root. 

Upon what part of the root are they found? 
Where never found? Length? Size as com- 
pared with the root ? 

3. Draw a part of an oat root showing a few of 

these hairs. Draw to show where the hairs 
are located. Label, root hairs, root tip, root. 

4. Ask the teacher for their use. 
Conclusio^i. 

EXERCISE -5 (Recitation). 
ROOT HAIRS. 

Recitation on root hairs and roots and their functions, etc., as 
given in the references. 

EXERCISE 6 (Laboratory). 
DEPTH OF PLANTING. 
For the Teacher: 

This experiment can be performed by making a box with two 
glass sides and a board partition through the center. The box be- 
ing 6"xl'x2' long. A box support for two vertical pieces of glass 
4 inches apart is also excellent. The seeds may be planted near 
the glass. Have the student bring a two-quart fruit jar ; or, if you 
can, purchase a large jar 4" in diameter and 12" tall for this ex- 
periment. Two-quart "Economy" fruit jars are good. Ask dif- 
ferent students to bring corn, radish, lettuce, timothy, and wheat 
seeds. Soak the seeds twenty-four hours before planting. Have a 
good supply of damp sand or soil at hand. 

The apparatus shown in the drawing can be used for an 
aquarium by cementing with a formula used by Prof. E. L. Pal- 
mer, Linseed oil 3 oz., tar 4 oz., resin 1 lb. — melt together over a 
slow fire. Allow to cool under water and if it runs easily, remelt 



16 — 



and insert more of each constituent except the oil; or cook longer. 
Pour the cement in the corners while it is warm. It is best to 
build the glasses farther apart than shown in the diagram. Strips 
of glass can be purchased at a hardware store and put over the 
cement for protection. 




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Two seed germinators. 



17 — 



EXERCISE 6— Continued (Laboratory). 

For the Pupil: 

Object. What depth is best to plant corn? Radish? Lettuce? 
Timothy ? Wheat ? 

Operation. 1. Each student try one kind of seed which has 
previously been soaked in water. 

2. Place about two inches of damp soil in the jar; 

place 2 corn kernels one inch apart near the 
glass. 

3. Place thereon one inch of soil and plant 2 more 

corn kernels as before only not above the first 
planting, turn the can slightly so as to have 
all kernels one inch apart horizontally and 
making a spiral up the side of the jar. 

4. Make several plantings, filling in the soil one 

inch each time and turning the can. Fill the 
can within one inch of the top. Leave some 
grains on the surface of the soil. 

5. Do likewise with the other seeds or the seed as- 

signed to you. Record the date and depth of 
each. Keep them damp and in a warm place. 
A damp cloth left on the surface for a few 
days helps. 

6. Observe all five seeds. Draw your jar and 

sprouted seeds when you have found the an- 
swer. Observe the other students' jars con- 
taining different seeds than yours. 

7. What effect has too deep planting on seeds? 

Compare the depth of planting corn with that 
of lettuce. Name the seeds for deep planting 
and those for shallow planting. State the best 
depth for planting each. 
Conclusion. 



EXERCISE 7 (Recitation). 
DEPTH OF PLANTING. , 

Recitation on the depth for planting different seeds. The text 
book work should not be assigned until the laboratory work is fin- 
ished. In the meantime, the students may work on Exercise 8. 



18 — 



CHAPTER II— WEEDS. 
EXERCISE 8 (Laboratory). 
WEED COLLECTION. 



For the Teacher ; 



The teacher should locate plenty oP specimens, choosing six 
weeds in all, two from the annuals, two biennials, and two peren- 
nials, but more may be gathered if desired. Have each student 
provide himself with a pencil, six slips of paper about 2"x4:" so he 
can punch a hole through it with his pencil, insert the weed therein 
and write the name and location thereon. Small garden trowels 
or some instrument for digging the roots of weeds should be pro- 
vided. Take your students to the weeds, show them how to sort 
out and collect small specimens that can be pasted on sheets of 
water-color, tablet, or other paper. Have them gather root, stem, 
leaf and seed if possible. After gathering, bring the specimens to 
the laboratory, clean the roots, place between carpet paper or blot- 
ting paper, sheets 12"xl8" (newspapers can be used), press by 
placing weights thereon : air each day until dry, then mount. Blot- 
ters can be obtained from a printing office or cut from carpet paper 
which is handled by furniture companies. To mount the weeds, 
purchase a roll of white passe par tout — or a roll of paper gummed 
on one side — and give each student a four-inch strip from which he 
can cut narrow strips about one-eighth inch wide and one and one- 
fourth inches long. Moisten these strips and fasten the weeds on 
the sheets by pasting the strips across the stems and other parts. 
Give the common name and location, whether annual, biennial or 
perennial. Place the labeling in the lower right hand corner. 

The best reference for information about these weeds for Iowa is 
Circular 5, entitled "Unlawful Weeds and Their Extermination." 
Send to Iowa College of Agriculture, Ames, Iowa, and have enough 
of these circulars sent so that each member of the class may have 
one. They are free. 

Weeds to teach: 

Annuals: Foxtail, Butter Print or Velvet Leaf, Knot Weed. 

Biennials: Burdock, Wild Parsnip. 



— 19 — 

Perennials: Smooth Dock, Dandelion, Love Vine, Canada This- 
tle, Quack Grass. 

Choose two from each of the three groups. 





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For the Pupil: 

Object. What are the names of six common weeds? Which has 

the longest roots? Which the largest roots? Which 

the most roots? Which the most seeds? Which 

live the longest? 

Operation. 1. Have ready six slips of paper 2 by 4 inches, lead 

pencil, four blotters for pressing weeds when 

you return. 

2. On the excursion, choose a weed that will be 

of convenient size to put on an 8x10 in. tablet, 
dig up the root carefully, punch a hole through 
your paper, put the root through the hole, 
write the name and location on the paper. Col- 
lect the ones the instructor suggests. 

3. Clean the roots, press the plants between blot- 

ters, save for the next laboratory exercise. 

4. Tell what you did and answer the questions. 
Conclusion. 

EXERCISE 9 (Laboratory). 

WEED MOUNTING. 

Object. How should weeds be permanently mounted? Which 

are annuals? Biennials? Perennials? 
Operation. 1. Plave at hand a pair of shears, passe par tout, a 
tablet of water color paper. 

2. When your weeds are dry, trim off all superflu- 

ous and discolored material. 

3. Place your plant on the sheet, root pointing 

down, stem up and if too long, bend the stem 
down. If the root is too thick, cut lengthwise 
and place the cut portion on the paper, mount- 
ing only half. 

4. Cut thin strips of passe par tout, paste across 

stems and roots to hold them fast. 

5. Name and classify your weeds in the lower 

right hand corner. Your name, the date, lo- 
cation, annual, biennial or perennial. 

6. Hand in your weed book for a mark. 
Conclusion. 



EXERCISE 10 (Recitation). 
UNLAWFUL WEEDS. 

Recitation on the unlawful weeds of Iowa, the weed 
methods of controlling weeds and weed eradication, etc. 



laws, 



— 21 



CHAPTER III.— INJURIOUS INSECTS. 

EXERCISE 11 (Experiment). 

CABBAGE BUTTERFLY. 

For the Teacher: 

Watch a cabbage l^utterfly light for an instant on cabbage leaves, 
then look on the underside for small white eggs, laid singly and 
fastened by the end. Collect some eggs, place them in corked 
phials and use formaldehyde for preserving. Use one part of 
this preservative to fifteen parts of water. Run a pin through 
a small piece of the leaf with an egg thereon ; run the pin point 
into the cork of the phial which has been filled with the pre- 
servative in water. Then the specimen can be withdrawn and 
returned to the phial at will. The worms can be fastened to 
the cork by threading on a pin. They may be killed by dropping 
in the preserving solution then threading after dead. Be sure you 
obtain the cabbage "worm," which is green and hairy and crawls 
along evenly but does not loop like a measuring worm. Do not 
confuse the cabbage "worm" with the cabbage looper. Place some 
eggs in a fruit jar one-eighth filled with damp sand, covered with 
muslin tied over the top, and plenty of young cabbage leaves inside. 
Watch them hatch. Gather some worms and place in another can 
and watch their development. Note how they fasten one web over 
their back and the way the chrysalis is fastened. Record the num- 
ber of days it is in this stage. Thread, on a pin, a chrysalis which 
has been killed in formaldehyde and mount in a phial. Raise some 
butterflies ; also have student collect some butterflies and place in 
glass jars covered with cloth. Watch them lay eggs and eat syrup 
— feed them. Insert some flowers of mustard or radish plants. 

To make a net, bend a stout wire in a hoop about one foot in 
diameter, leaving the two ends long enough to fasten on a fish pole. 
On one side of this wire hoop, sew a conical piece of mosquito 
netting about two feet long. 

Have a pint fruit jar with a cover and within a small piece of 
cotton dampened with chloroform for killing the buttei^fly. You 
can purchase a cyanide killing jar at a drug store. To preserve 



22 — 



the butterfly, handle the wings carefully, lay it on its back, run a 
pin in the body between the legs, spread out the wings, and pin 
small pieces of paste board across them, fastening lightly to a pine 
board. Let remain until dry. Place pins through the back of 
other specimens. Glue corks, in a pasteboard box and pin the 
specimens to the corks. They may be laid on cotton and mounted 
under glass. Mount both sexes as shown in the drawing. You can 
make a paste board box with a cover having seven-eights of its 
face glass. This can be done in manual training. Fill the box with 
nice, white cotton and lay your specimens thereon. 

The specimens of butterflies, in the drawing, have their wings in 
an unnatural position so one may clearly see that the male has 
one spot on the upper side of each front wing while the female has 
two. The number of spots in the under-wings of male and female 
are the same. Have students mount specimens similar to the one 
in the plate. Encourage neatness and originality. Label all stages 
with date and place of collection. 

Conclusion. 




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— 23 — 

'EXERCISE 11 (Experiment). 

CABBAGE BUTTERFLY— LIFE HISTORY. 

For the Pupil: 

Object. Through how many changes or stages does a cabbage 
butterfly pass during his life (cycle) ? 

Operation. 1. Gather some cabbage butterflies with a net and 
kill them with chloroform. Gather some males 
with one spot on the back of each front wing 
and females with two. 

2. Gather cabbage "worms" and kill them by 

dropping in a solution of formaldehyde sup- 
plied by the teacher. 

3. Look on the under side of cabbage leaves and 

gather some fine, white eggs laid singly and 
fastened by the end. 

4. Mount these under the direction of the teacher. 

5. Place eggs in one jar, "worms" in another and 

live butterflies in another. Cover the jars with 
muslin. Feed plentifully. Give the butterflies 
syrup, and fresh flowers. Watch each develop 
and take its part in the life historj'. 

6. Describe just how each eats and how long it 

lives in this stage. 
Note : If June bugs and white grubs are plentiful, you may 
gather those instead of the cabbage butterfly. The outline would 
be similar to the above. 

Conclusion. 

EXERCISE 12 (Recitation). 

OTHER INSECTS. 

Recitation on further facts of the life history, some sprays or 
insecticides. Learn to recognize two beneficial insects and discuss 
their life histories and how they are beneficial. Discuss the life 
history of the June bug.. 



— 24 — 



CHAPTER IV— TREES. 

EXERCISE 13 (Laboratory), 
COLLECTING WOOD SPECIMENS. 

For the Teacher : 

Locate five fruit and five forest trees from which you can cut 
twigs, leaves and seeds (fruit) if possible. Before taking the class 
to the tree, trim off some limbs that should be cut and have these 
ready for the pupils. Wilted leaves do not harm if straightened 
out in the plant press. Follow the same methods for collecting, 
pressing and mounting that were given for weeds only the strips 
of passe par tout must necessarily be longer and wider to hold the 
larger specimens on the paper. It is better to mount woods on a 
good grade of white card board or bristol board. Use sheets 12"xl6" 
The wood specimens may be served on cloth. The following dia- 
gram will show you how to mount and collect specimens. 

If you collect in October, you can find twigs in both winter and 
summer condition with the leaves off and leaves on. Note that the 
buds are in the axils of the leaves, and that some leaves are put on 
in pairs and the pairs alternate like the box elder, maple and ash ; 
some are in a spiral like the elm, cottonwood, apple and the cherry. 
Obtain specimens of each arrangement and show pupils this fact 
Avhile in the field collecting. A compound leaf is composed of 
little leaflets like the ash. This has from five to nine leaflets, mak- 
ing a leaf ; others may be simple like the maple and elm. 

For the Pupil : 

Object. How may I tell five fruit trees and five shade trees by 
their leaves? By their twigs without leaves? By 
their bark? 
Operation. 1. Prepare slips of paper and collect the speci- 
mens as in Exercise 8 on weeds. Write the 
name on the slips as the teacher gives them to 
you ; also any other facts you may note. 
2. Try to name all the trees you see on the ex- 
cursion. 



25 




A/A me: - Rao^sH 



— 26 — 

3. Collect leaves, stem, seed (fruit) and a small 

piece of wood from each of five fruit trees and 
from five shade trees if possible. 

4. Take these to the laboratory and put to press 

for further use. 

5. Describe how you may distinguish those trees 

observed by using the twig only; by the leaf 
only ; by the seed or fruit only ; by the bark. 
Can you distinguish the different woods when 
you see the lumber? How? 

6. If possible, collect a small board 4"x2"x|4" of 

each kind of wood named. Finish some in 

manual training and see which takes the best 

polish. Suggested list: 
Shade Trees — Fruit Trees — 

Oak Apple 

Elm Cherry 

Sugar Maple Plum 

Silver Maple Pear 

Box Elder Peach 

Cottonwood Western Crab 

Catalpa 

Conclusion. 

EXERCISE 14 (Laboratory). 

MOUNTING WOOD SPECIMENS. 

Object. What is the best way to mount specimens of trees? 
How many of these trees have I at home? Name 
them. 

Operation. 1. Have ten sheets of stiff, white bristol board; 
(paper is too thin for mountings twigs), passe 
par tout, etc. 

2. Mount your specimens as directed by the teacher. 

Observe neatness and form. 

3. Label each in the lower right hand corner. Com- 

mon name; location or where you found it; 
class, shade or fruit tree ; buds, in pairs or 
alternate on the stem; leaf, whether simple or 
made up in several little leaflets which make 
it compound. 

4. Hand in your specimens for marking and credit. 

5. If you have collected samples of lumber mount 

them and hand them in for further credit. 

6. Make a list of the trees you have at home, if 

possible, and give the names and numbers 
here. 
Conclusion. 



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28 — 



CHAPTER V— GARDENS. 

EXERCISE 15 (Laboratory). 
PLANNING A GARDEN. 



For the Teacher; 



Your object in keeping a school garden is not to show what re- 
markable vegetables you can raise, but to interest the students in 
planning a home garden, preparing a seed bed, sowing seeds and 
growing garden materials. It should create a desire to own some- 
thing, to do something and to be somebody. 

It is better to plant those seeds that will partially mature before 
the close of school. The plot should then be sown with peas to keep 
out the weeds and serve as a good coat of fertilizer. Oats or some 
other cereal will help to keep down the weeds. The following gar- 

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den plants are suggested : peas, onion sets, beets, lettuce, radishes. 
Have each student set out a cabbage or a tomato plant so that he 
may know how to transplant. Other plants and seeds may be 
planted if found practicable. 

Place the list of seeds before your class, together with an idea 
of the plot. Have the students measure and plan the small school 
garden (as shown in plate 9 or in plate 10). Bo not give this plan 
to the students, but let each submit a plan first. Lead them to see 
why your plan is best, then re-plan to suit your conditions. Have 
the students spade, mulch, rake, etc., the seed bed until it is mellow 
and then lay it off with a line and small posts as shown in the dia- 
gram. Each row sliould have marked on the post the kind and the 
vegetable as : Radish — Early French Breakfast. Each plot should 
have a stake with the student's name. All work should be done 
under direct supervision of the teacher. The following will aid the 
teacher : 



— 29 — 



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— 31 — 

Be sure to send for your seed early enougli so as not to be hin- 
dered in your work. You will note that cabbage and tomatoes 
must be sown in hothouses or house boxes so as to have them ready 
for use. 

The first plan shown in Plate IX is for a garden along the fence, 
while Plate X is for a narrower plot. If you have the space, double 
the size of each student's plot, providing he is advanced enough 
to care for it. 

In transplanting, pack damp soil well around the roots and place 
some dry dust as a mulch or straw to prevent the escape of soil 
water. Straw mulch is good to put around tomatoes to keep down 
the weeds and preserve moisture. 

For the Pupil : 

Object. What is the best plan for sowing the seeds in our school 

garden ? 
Operation. 1. Measure the plot allotted for the seeds in the 
garden. Have the instructor tell you for what 
seeds to plan. 

2. Plan for each member of the class, just hbw 

many rows and what to plant in each row, the 
length and width of the rows with size of the 
plot. 

3. Bring your plan on paper to class. Observe 

neatness and use a ruler in making all lines. 
Let one inch in your plans equal ten feet in 
the garden. 

4. Measure your garden-plot at home. Ask your 

parents what vegetables they will raise and 
plan the home garden. Use a large sheet of 
paper and let one inch equal ten feet in the 
garden. Bring this to class and show it to 
your teacher for corrections or suggestions. 
Conclusion. 

EXERCISE 16 (Laboratory). 

PLANTING THE GARDEN. 

For the Pupil : 

Object. "What precaution should be taken in preparing a seed 
bed for a garden? In sowing the seeds? 



32 



Operation. 1. Rake in a pile and burn all the weeds so as to 
kill the weed seeds. Clean the garden well. 

2. If possible, spade under manure so that when 

you spade next time it will be fertilized. 

3. Spade deep, mash the lumps, work over with a 

hoe, rake off all lumps and have it mellow 
enough so that you can easily run your fingers 
deep into the soil. 

4. Measure and lay off with a cord, according to 

your plan, the whole garden-plot and then each 
individual can lay off and stake his own plot. 

5. Sow the seeds according to the depth, and dis- 

tance apart given by the instructor. Keep, the 
rows straight. 

6. Pack the damp soil over the seeds, leaving loose, 

dry soil on top. Leave the ground as level as 
possible. 

7. Record all you do ; give the date for each opera- 

tion. Note when the first plants appear above 
ground and keep a record of all you do, stat- 
ing reasons. 

8. Find out what a Junior Club is and if possible, 

join one of the Home Garden Clubs promoted 
by The Department of Agricultural Extension 
at Ames, Iowa. 

9. It would be better for you to purchase a compo- 

sition book and call it your "Garden Book," 
keeping therein all you did and saw in the gar- 
den at school and at home. 
Conclusion. 

EXERCISE 17 (Recitation). 
CULTIVATION. 



Learn the best way for cultivating each of the garden vegetables, 
best varieties, new varieties, seed selection, preparation and care 
of the soil and plot, etc., as in the references. 



— 33 — 



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— 34 



CHAPTER VI— SOILS. 
EXERCISE 18 (Laboratory). 

COLLECTING SOIL SAMPLES. 

For the Teacher: 

Visit a place where the railroad has made a cut through a bank ; 
or along the bank of a stream or creek bed; an excavation; or 
some bowlders. The teacher should locate these as near as possi- 
ble to the school building and investigate them thoroughly before 
taking the class for observation. Each one should mark off on a 
sack, before the excursion, a centimeter divided into millimeters. 
Try to observe the following : 

1. The pebbles in the stream and why they are round and 
what became of the pieces knocked off. Have the students 
collect pebbles as quartz, granite, greenstone, jasper and 
iron from the stream or parts of boulders. 

2. Have the students collect both kinds of gravel. 

3. Collect different grades of sand. 

4. Collect some silt which has been deposited by quiet water 
and is very fine grained. 

5. Note the dark "soil" at the top of the bank. Collect some 
and note the roots therein and bring out that decayed ani- 
mals and plant parts make it black or add humus. This 
"soil" is also referred to as humus. 

6. Note the differently colored under-soil or sub-soil. Why is 
this not black like the "soil"? 

7. If possible, find clay and loam. 

8. If rotting limestone, which changes from gray to a reddish- 
brown, can be collected, collect some of this (geest) and the 
limestone. 

9. Note some "niggerheads" and explain that the glaciers 
brought them down, together with much sand and gravel. 
Look for glacial scratches on the boulders. 

10. Try to find evidences of roots prying into the soil or between 
rocks, also of weathering and erosion. 



— 35 — 

11. Find earth worm castings, also kill and open an earthworm 
to see the part he takes in soil formation. 

12. Discuss and find evidences of the part burrowing animals 
take in soil formation; also, man. 

13. Have each student supply himself with six or eight paper 
or cloth sacks. Take along several garden spades. Two- 
quart pails are very good for carrying the sacks of soils. 
The student should take along a rough note book and pencil 
to record facts and write them in his note book as home work 
under the experiment following. 

14. The diameters are as follows: 



Particles. 


Millimeters. 


Inches. 


Boulders 


Large rocks transported by glaciers, etc. 






Cobble-stone. . . . 


Easily handled wi 


th one hand 






Pebbles 


Smaller (indefinite) 






Coarse Gravel. . . 


5 -2 




9 _ 


-.08 


Fine Gravel 


2 -1 




.08 - 


-.04 


Coarse Sand. . . . 


1 - .5 








Medium Sand. . . 


.5 - .25 








Fine Sand 


.25 - .10 




.04 - 


-.002 


Very Fine Sand. 


.10 - .05 








Silt 


.05 - .005 




.002 - 
.0002- 


- 0002 


Clay 


.005 - .0 




-0 


Humus 


Varies — any size- 


-generally covering the 








surface of the 


sand. 







For the Pupil : 

Object. How many soils in this vicinity? Name the agents that 

form soils and the part each takes. 
Operation. 1. Visit a creek bed, cut or excavation with your 
instructor. Take six paper sacks, pencil and 
paper. 

2. Record what you discovered about soil makers; 

water, glaciers, weather, rocks, plants, animals 
and man. As home work, write this in com- 
position form. 

3. Name the soils you collected and of each tell (a) 

where you found it (b) color (c) smell (d) 
stickiness when mixed with water (e) coarse- 
ness (f) anything else interesting. 
Conclusion. 

Note : If hoidders are not at hand, visit a marble or granite cut- 
ter, collect specimens and study them. 



— 36 — 



For the Teacher: 



The teacher should work this experiment before assigning it to 
the students. You may collect silt, rotted leaves or peat for humus; 
measure some particles of rock so as to have gravel and sand at 
hand. Each of the above samples should be placed in a bottle, 
corked and properly labeled for class demonstration. Burn some 
black garden soil or gumbo until the humus is burned out and the 
color is red. This red is the mineral matter or "skeleton" of the 
soil in which the food or humus with water resides. Set aside a 
sample of this burned soil. For burning, place a cup full of the 
soil in an ash shovel and set on coals until it turns red or burns 
out the humus. Collect soils from different localities and parts of 
the state. If gravel is not readily found, have some shipped to you. 
Teach the students to use the metric system and have each pur- 
chase a ruler that has this system. A tripod hand-magnifier as- 
sists in measuring and seeing the soil particles. 

EXERCISE 19 (Experiment). 

SOIL STUDY. 

For the Pupil : 

Object. Of what is garden soil composed? 

Materials : One cup of garden soil, three covered, 

one-quart fruit jars or 1 fruit jar and 2 basins. 

A small pail of water, a metric ruler and a watch. 

Operation. 1. Place the cupful of soil in a fruit jar, cover 

with water, let soak for two hours or longer 

to separate the soil granules. Over night is 

best. 

2. Fill two-thirds of the jar, containing the soil, 

with water, stir or shake the contents thor- 
oughly, let the sand and gravel settle for one 
minute. 

3. Drain off the water (with silt and clay in it) 

into another jar, leaving the sand and gravel 
in the first jar. 

4. Let the contents of the second jar settle for five 

minutes and drain as before, leaving the silt 
in the second jar. Note : If shallow dishes as 
saucers are used for catching the sediment, it 
can be examined much better. 



— 37 — 

5. Let the roiled water of this third jar stand for 

two or three days, then carefully drain off the 
clear water. Clay will be left. Note: The 
roiled water may be evaporated by heat and 
thus quicken the process of evaporation. 

6. Compare the sand, silt and clay as to color, 

origin, size of particles, and stickiness. Do 
you find more humus in one sample than in 
another? (Humus causes the black color). 
Which has the most ? Where was it visible ? 

7. Pinch some of each soil between your fingers and 

describe. Squeeze some of each soil in your 
hand, then notice which falls apart when you 
open your hand. The most sticky tends to 
cling. Which is very sticky ? Slightly sticky ? 
Not sticky? 

8. Which should not be tilled when wet? Why? 

With which soil would it make no difference? 

9. Burn some black soil until it changes color. Will 

the rock particles bum? Will the humus? 
Describe the color after burning. Account for 
this. 

10. How can you tell clay? Humus? Gravel? 

Sand? Loam is a mixture of sand, silt, clay 
and a little humus. 

11. Sort out some gravel and some sand. 

12. If possible, place some of each specimen in a 

bottle, label and preserve. 
CoJiclusion. 

EXERCISE 20 (Recitation). 

SOIL STUDY. 

Recitation on the rocks, minerals, glaciers, erosion and physical 
composition of soil. Especially, discuss the glaciers and soils of 
Iowa. 

EXERCISE 21 (Experiment). 
CAPILLARITY IN SOILS. 
For the Teacher: 

Have the students bring lamp chimneys from home or better 
yet, procure some student lamp chimneys. It makes no difference 



3S 



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what kind of chimneys you use, the result will be the same if prop- 
erly handled. A rack can be made in manual training. For di- 
mensions and illustration see Plate XIII. The teacher should have 
boxes filled with different kinds of soil. 

For the Pupil : 

Object. How does texture (packed, loose, mellow, etc.) affect 
the capillarity of water in soil? 

Material : For each four students. Three pieces of 
muslin each 4"x4" ; three feet of string ; 3 lamp 
chimneys, a pan of water, ruler, sand, garden soil 
kept under equal conditions of moisture, time 
piece. 

Operation. 1. Tie the muslin over the smaller end of each chim- 
ney. If you have a rack, place them therein 
- before this operation. 

Fill chimney number one level full with sand ; 
jar down slightly by hitting your hand, hold- 
ing the chimney, on the table. Do not pack. 

Likewise, fill number two with the garden soil. 

Likewise, fill number three with garden soil only 
pack quite firmly with a stick. 

When the time keeper is ready, place the cloth 
end of all three chimneys in the water so the 
water can freely reach the soil. Record your 
observation by this table : 



2. 



3. 
4. 



— 39 — 

6. Likewise, if you can, fill 
and another with peat. 



a chimney with clay. 





Height after 




"3 

a 

a 


« 

a 


a 

a 


O 


O 


o 

Si 


Sand 














Soil 














Packed soil 





























Note : TJie records may be taken at dif event times than these, if 
more convenient. Be sure to keep water in the tumblers. 

To record the height, measure from the bottom of the chimney. 

7. "What effect has each of the following: 

a. Rolling soil in dry times? 

b. Rolling soil that was too porous? 

c. Dragging packed soil ? 

d. Packing soil around seeds and plants? 

e. Cultivating in dry weather? 

f. Sandy soil on corn during a dry season? 

g. Clay soil on corn during a dry season? 
h. Humus on capillarity? 

Conclusio'n. 



EXERCISE 22 (Experiment). 

SOIL MOISTURE. 

For the Teacher : 

The measuring cup and scales for this experiment can be pur- 
chased from a five-and-ten-cent store or scales can be brought by 
the students and the soils weighed. Have three students work to- 
gether. The holes are punched in the cans with a shingle nail, at 
least five in each square inch of surface. Instruct the students 
that if they use the weight system, the measuring of the water need 
not be done and vice versa. It is better to use dry soil of each kind. 



— 40 — 

For the Pupil: 

Object. Which soil examined holds the most water? How does 
the size of the soil's particles affect its power to hold 
moisture ? 

Material: For each three students. Three tin cans, 
a shingle nail, hammer, 1 yard binding twine, meas- 
■ uring cup or scales, water, soil, sand, clay. If peat 
can be obtained, use it also. 

Ope ratio)). 1. With a hammer and a nail, punch holes in the 
sides of each tomato can, insert a string for a 
bail. 

2. Punch 5 holes in each square inch of bottom 

surface to each can. Number and weigh each 
can if you have scales. 

3. Fill can number one level full with soil, weigh. 

4. Fill number two with sand and number three 

with clay. Weigh each and record on paper. 
Be sure each soil has about the same degree of 
dampness, no big air spaces, etc. Do not pack. 

5. To find how much water each will keep within 

itself, you may pour water on the surface of 
each, keeping it marshy. When the water be- 
gins to trickle through the nail holes, cease. 
The clay will take longer so that might be 
started first. You can decide upon the amount 
of water in two ways : 

(a) Weigh the soils to begin with and when 

the water ceases seeping through, weigh 
the whole a second time and find the 
amount of water held in the soil. 

(b) Measure the water and record the amount 

retained in the soil. Record your an- 
swer and observations in a table if the 
weights are used. 



— 41 — 













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^ 2 




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^« 


^ 


^o 


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Sand 












Clay 

"Soil" (humus) 

Peat 















































Fractional part of soil 
that is water 


Per cent of the soil that 
is water 


Sand 






Clay 

"Soil" (humus) 

Peat 





















7. 



Which soil examined will hold the most water 
from a rain shower? Which will dry out the 
quickest? Which can be worked soonest after 
a rain? Upon which kind of soil would you 
expect to find ponds? Which would be best, 
other conditions prevailing, for corn during a 
dry season? Poorest? Why? 

Explain how a farmer can use this knowledge. 



Conclusion. 



EXERCISE 23 (Laboratory). 
EFFECT OF SOIL MOISTURE. 

For the Teacher: 

The apparatus for this experiment is similar to that used in the 
previous experiment. The teacher should have different students 
tiy this experiment with different seeds as corn, wheat, barley, rye, 
beans, peas, etc. Sunflower seeds will germinate under these con- 
ditions; try beans. 



— 42 



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A/0.3. 



For the Pupil : 

Object. What effect has iindrained or swampy soil on plant and 
seed growth? 

Materials: For each three students. Three tomato 
cans, gravel, sand, soil, a nail, hammer, wheat 
seed, wire, water. 

Operation. 1. As in the previous experiment, punch holes in 
two cans, but leave the third unpunched. 

2. Fill one of the punched cans with damp garden 

soil, within one inch of the top, slightly pack, 
and sow therein 25 wheat seeds, two inches 
deep. 

3. In punched can number two, place one inch of 

gravel in the bottom, two inches of sand thereon 
and fill the remainder, to within one inch of 
the top, with garden soil as in number one. 
"Why do you put in the gravel and the sand ? 

4. Fill the unpunched can with the same garden 

soil and to the same depth. Sow in each can 
the same number and the same kind of seeds. 
Water each the same from time to time, keep- 
ing the surface of can number three marshy. 

5. Give sufficient heat and light until decided re- 

sults are shown. 

6. Make a drawing of each can after two weeks. 

Give the dates when you set them up and when 
you drew them. 

7. Draw again after several weeks or after the re- 

sult is found. Give this date. 



—43 — 

8. Tell how the drainage differed in each can. 

Which had the best drainage? Poorest? Ex- 
plain how the water injured the plant when 
plants need so much water as shown by ex- 
periment 2. 

9. How do farmers overcome this difficulty? Ex- 

plain. 
10. If you have seen them perform this work, de- 
scribe it. 



Conclusion. 



EXERCISE 24 (Laboratory). 
ACIDITY OF SOILS. 



For the Teacher 



There are different kinds of litmus paper which can be pur- 
chased at a drug store. Neutral and two kinds known as blue and 
red. An acid or an acid substance will turn neutral and blue lit- 
mus paper to a red color; an alkali or an alkaline substance will 
turn neutral and red litmus paper to a blue. When through with 
the paper, wash thoroughly and dry for future use. Hydrochloric 
acid can be obtained from a druggist and it is poisonous. Keep 
away from clothing hut in case of an accident, wash quicJdy with 
water and place haking soda thereon. Never pour acid in a sink 

OR A METAL DISH. USE GLASS AND BURY THE WASTE ACID. 

Have the students bring some vinegar, soda, lime, land plaster, 
limestone and soil from home. Tell them to collect a quart of soil 
from a field that has moss or from one that has fine, green plants 
(algae) growing on the surface; also, collect some soil from a field 
that has a whitish dust on the surface which has dried after a rain 
storm. The first is liable to be sour or acid ; the second, alkaline. 
For Part B, fix up three plates of soil, number them, and test so 
you know one is acid, one alkaline and one is neutral. Soil can be 
made acid by mixing with some of the hydrochloric acid or with 
vinegar, but have the students bring the different samples, or you 
locate them if possible. For liming, mix with slacked lime or wood 
ashes. It is preferable to have them test part B in the field if you 
have located the kinds of soils. 



For the Pupil 



44 — 



Part A. 



Ohject. How may I tell an acid? An alkali? A neutral sub- 
stance ? Material : Vinegar, lime or soda, water, lit- 
mus paper. 



Operation. 



1. Fill 1-3 of each of three glasses with water. 

2. In number one, place a spoonful of vinegar; in 

number two, a half spoonful of lime ; leave 
water in the third. 

3. Place the tip of a strip of neutral litmus paper 

in glass number one; rinse, place in number 
two: rinse, place in number three. Describe 
the change, if any, that takes place in each 
case. If red and blue litmus is nsed, place 
some of each color in each solution and de- 
scribe the result. 

4. An acid leaves litmus red ; an alkali leaves litmus 

blue; a neutral produces no change. Classify 
each of the above substances. 

5. Pour four drops of hydrochloric acid on some 

limestone, or on lime mixed with half soil. De- 
scribe the result. How may lime be detected? 



Conclusion. 



Part B. 

Ohject. Which soil is acid or "sour"? Which contains plenty 
of lime or is alkaline? Which is neutral? 
Material: Three trays of damp soil gathered from 
different localities or prepared by the teacher, lit- 
mus paper, water. 

Operation. 1. Dampen a little of each soil until marshy, cover 
some litmus paper with it, let stand for fifteen 
minutes or until you are satisfied. Which is 
acid ? Alkaline ? Neutral ? 
2. Place a little of each soil in an earthen saucer, 
pour on four drops of hydrochloric acid. Which 
contains mnch lime? Little? None? 



— 45 — 



Soap 

Tea 

Milk 

Fertilizers 

Conclusion. 



3. Test soils in different fields at home to find 

which is acid, which has plenty of lime, which 
neutral. 

4. Test these substances at home; classify each in 

your book. 



Dutch Cleanser 
Apple juice 
Orange juice 
Manure (heating) 



Soup 
Potato 
Buttermilk 
Coal ashes 



Sugar 
Coffee 
Rain water 
Well water 



EXERCISE 25 (Recitation). 
SUMMARY ON SOILS. 

A thorough discussion of capillarity, the soil's make-up, "skele- 
ton", humus and use, where it resides, the power of different soils 
to hold water and why, dry farming, drainage and its importance, 
and tests and relation to such crops as alfalfa, clover and corn. 



46 



CHAPTER VII— POULTRY. 

EXERCISE 26 (Laboratory). 
STUDY OF FOWLS. 



For the Teacher: 



Use a Barred Rock, (Rhode Island) Red or some other breed that 
is tame ; better results can be obtained with a male. Previous to 
the lesson, prepare a box about three feet long, two feet wide and 
tall enough for the rooster. An orange box can be used for a 
base, place posts in the corner and cover the sides, ends and top 
with chicken wire, leaving a door at one end. If the fowl is kept 
in this box, fed and cared for one week before the work is taken, 
he will be tame enough for handling. Of course, the bottom of the 
box should be tight and covered with a few inches of sand on top 
of which is straw. When handling the rooster, lift him gently by 
placing your hands under him and over his wings ; never treat him 
roughly or excite him. A very good cage can be made with glass 
sides and muslin top. Some prefer to teach this from a stuffed 
specimen or bird skin while others use a killed fowl. Make a stencil 
by cutting an outline of a rooster from cardboard or tin and let 
the students trace this in their note books previous to the recita- 
tion. They can cut pictures from poultry books, obtain pictures of 
roosters from Latta & Co., of Cedar Falls, Iowa, or better yet, draw 
the specimen itself. Ask the students to name the parts of the 
fowl before them, the teacher supplies the names of the parts un- 
known. After all are mentioned, and discussed, the fowl is re- 
turned to the cage and the name of each part is written on the 
board by the teacher and the student labels his drawings or dia- 
gram. The best source of information for a teacher is the American 
Standard of Perfection, Sec'y of Am. Poul. Asso., Cedar Rapids, 
Iowa. 

The parts are shown in the Standard Dictionary under "Fowl/' 
which see. 

Conclusion. 



47 — 



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For the Pupil: 

Object. What are the parts of a rooster? Describe each. 

Materials: A live rooster, a picture or outline of 

a rooster in your note book. 
Operation. 1. Learn to recognize and describe each part of a 
rooster as follows : 



Head. 

1. comb 

(a) points 

(b) blade 

(c) base 

2. beak 

3. face 

("iris 

4. eye and lids \ pupil 

[color 

5. nostrils 

6. mouth 

7. tongue 

8. ear lobe 

9. wattles 



Body. 

10. hackle feathers 21. 

11. breast 

12. neck 

13. back 

14. saddle 

15. saddle feathers 

16. sickle feathers 22. 

17. tail and tail feathers • 

18. fluff 

19. under color 

20. throat 



Limbs. 
two wings 

(a) wing bow 

(b) wing coverts 

(c) primaries or 
flight feathers 

(d) secondaries 
two legs 

(a) leg 

(b) thigh 

(c) hock (knee) 

(d) shank and 
scales 

(e) spur 

(f) front toes 

(g) back toes 
(h) claws 



— 48 — 

2. Make a drawing of the fowl or trace one from a 

stencil or use a picture cut from a poultry 
paper. Label each part properly. 

3. Describe the size, shape, color and structure of 

the following parts: 



-actual 



tail feathers 


ear lobes 


beak 


back feathers 


shanks 


skin (color?) 


comb 


eyes 


weight '(estimated) 


Conclusion. 







EXERCISE 27 (Laboratory). 
BREEDS OF CHICKENS. 



For the Teacher 



The object of this exercise is to enable the students to tell some 
different breeds of chickens. Either bring these breeds to the 
school or take the students to pens where these breeds are kept. 
The teacher should study the characters of the breeds from the 
American Standard of Perfection so that they are thoroughly un- 
derstood before taking the students to the specimens. In case the 
breeds mentioned in this experiment are not at hand, use any 
other breed or breeds that are easily obtained. Study the princi- 
pal breeds raised in the neighborhood. These can be taught by 
comparison of well-colored charts but the specimens are preferable. 
For the Pupil : 

Object. How may I distinguish the following breeds of fowls: 
Reds, White Leghorns, Barred Rocks, Brown Leg- 
horns ? 
Operation. 1. Observe each breed of fowl and fill out the fol- 
lowing table and copy in your note book, then 
explain just how you tell the breeds apart. 
2. Name all the other breeds you can distinguish 
and the ways by which others can distinguish 
them. 



— 49 



Breed 


Brown 
Leghorns 


1 
Barred Rocks 


Reds 


White Leghorn 


Points 


Color 


Shape 


Color 


Shape 


Color 


Shape 


Color 


Shape 


Head 


















Beak 


















Eyes 


















Tail 


















Comb 


















Wattles 


















Ear lobes 


















Neck 


















Primaries 
















Secondaries 


















Wing bow 


















Back 


















Breast 


















Body 


















Shanks 
























1 













Conclusion. 



EXERCISE 28 (Laboratory). 



EGG TESTING. 

For the Teacher : 

Have the students prepare an egg tester as shown in the cut. 
All that is needed is a lamp and a box that will fit over it loosely. 
The box can be made of bristol board, cardboard, wood, tin, roof- 
ing, or any convenient material that will shut out the light and 
is not inflammable. The hole should be smaller than an egg and 
on a level with the flame, not the burner, of the lamp. The two 
notches in the base are to admit air for the lamp. Night is the best 
time for candling, but it may be done in a room of fairly subdued 
light. Holes may be cut on all four sides of the box so four stu- 
dents may candle eggs at the same time. If testers that come with 
incubators can be obtained, use those. Farmers' Bulletin 585, p. 
14, has another model for an egg tester. 



— 50 — 

Have students bring or have at hand eggs freshly laid, stale and 
rotting eggs; eggs that have been under a sitting hen or in an in- 
cubator for five days ; also for 10 days and longer if desired. Have 
fertile and sterile eggs. A lot of unassorted eggs should be placed 
before the students. This may be accomplished by having some 
one that keeps mixed breeds bring a dozen of eggs from home just 
as they were gathered. Some prefer to buy a dozen from a store 




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for this work. Be sure the eggs are of different sizes, shapes, colors, 
etc. Have a few hard boiled eggs with half the shell removed 
from one side to show the air chamber, two membranes surround- 
ing it, yolk and white. Teach the students how to boil eggs. See 
some good cook book. Bui. 51, IT. S. Dept. of Ag., Contrib. of Dept. 
Chem.j has a set of colored plates giving the stages of a chick 
(price 40c). Also the Ladies' Home Journal, January, 1915, has 
6 colored plates of eggs. 



— 51 — 

For the Pupil : 

Object. What precautions should be taken in sorting and grad- 
ing eggs for market ? For incubation 1 
Materials : Egg tester, fresh eggs, stale eggs, rot- 
ting egg, a dozen of eggs as gathered from the 
nests, scales or spring balances. 
Operation. 1. Note how many eggs are dirty; count them. 
These should be sorted out, washed for home 
use as the washing takes the gummy sub- 
stance from the shell and washed eggs do not 
keep so long. Note this gummy substance. 

2. Describe the colors of eggs. Sort so the brown 

ones are together; and the white ones are to- 
gether. Other shades and tints may be sorted. 

3. Now place those of the same color and of equal 

size together. Describe what difference it 
makes when you place one large egg with sev- 
eral small ones ; also, one snuill egg with 
several large ones. What precaution should be 
taken here for marketing? 

4. Weigh one of the largest eggs. How much will 

a dozen weigh? How much will a dozen of 
the smallest eggs weigh? An egg should weigh 
2 oz. The Iowa law demands 24 oz. per dozen. 
How many cents were you cheated ? What per 
cent would you be cheated by buying the small 
egg? 

5. Note the shapes; some elliptical, some rounded, 

some elongated, etc. Draw some of the shapes. 
Which is the proper shape? 

6. Describe the difference in the surface of the 

shells. Find a rough one ; a smooth one ; a 
ridged one. Also note that some are thick 
shelled and some thin shelled. Do not use thin 
shelled eggs for hatching as they will not pro- 
duce strong chicks. A hen is liable to lay an 
egg like the one from which she was hatched. 
Describe the kind of egg you prefer for hatch- 
ing, or a perfect egg. Of course the breed of 
fowl has much to do with the color, size, etc., 
of eggs. Which qualities make a difference in 
shipping ? Why ? 



— 52 — 

7. When you wash eggs, use a damp cloth; never 
put eggs in water. Pack with the large end 
up ; sterile eggs keep best. A mixture of bran 
and powdered charcoal is good for temporary 
packing. Salt is also used. 

8. Examine a boiled egg to locate the air chamber. 
In which end is it ? Name its use to the chick. 

9. Hold a fresh egg before the tester, large end 
up; then a stale egg (two weeks old). Note 
the size of the air chamber in each. Draw to 
show each. It has been said that the air cham- 
ber grows one-eighth of an inch toward the 
tip of the egg for every day that the egg has 
been laid. Hold eggs of known age before tlie 
tester; also others to tell the ages. 

10. Compare a rotten egg with a fresh one as seen 
before the tester : Size of the air chamber, 
color of the contents, position of yolk and con- 
tents when turned. 

11. Sometimes, after an egg has been incubated for 
five days some blood rings or "veins" of the 
young chick can be seen. When you see a 
dark spot seeming to float in the yolk, that is 
presumed to be the germ. The egg is fertile. 

12. Describe what you did and saw in each case. 

13. Make drawings to show numbers 3-6-8-9-10. 

EXERCISE 29 (Recitation). 

SUMMARY. 

Recitation on recognition of different breeds of fowls, best breeds 
for a particular use, egg production, feeding, etc. ; sorting, market- 
ing, packing summer eggs in water-glass for winter use ; ' ' swat the 
rooster" and the references given. 

EXERCISE 30 (Laboratory). 

HATCHING AND REARING CHICKENS. 
For the Teacher : 

The teacher should become acquainted with the Boys' and Girls' 
Poultry Clubs which are under the Junior Club work promoted by 



Conclusion. 



— 53 — 

the State Agricultural College at Ames. Literature about rearing 
chicks is sent direct to boys and girls. The teacher should try to 
have a poultry club in his school and experiment 30 will be per- 
fected with the students who join such. Circular 17, Ames, will 
give the teacher the necessary facts for this experiment. Give the 
students an outline of the questions before they visit the brooding 
house or they will not know for what to look. The class should 
visit the best plant possible or have each student do so, then write 
what they saw and learned. The experiment is an outline upon 
which they are to report. They are not supposed to report on all 
four headings. If they visit an incubator, describe that and omit 
the sitting hen, and vice versa; if they visit a brooder, describe 
that and not the natural brooding. Nevertheless, all four methods 
should be discussed in class recitation. It is well to observe all 
four if time permits. 

For the Pupil : 

Object. What is the best method for hatching and rearing 

chicks ? 
Opcratwn. Visit the best poultryman whom you know and learn 
the following: 

Nat u ral In c uhation ( Hen) . 

1. Location of the nest, how it was made, cleanliness, pre- 
cautions taken to keep it free from lice, mice, and other 
vermin, enclosure. 

2. Care of the hen ; food, water, light, heat, air, size of the 
hen, breed, number of eggs covered, trial-setting, or test- 
ing her persistency for sitting. 

Artificial Incubation (Incubator) . 

1. Size, number of eggs, how the eggs were sorted, breed, 
temperature, dampness, tests made of eggs, use of these 
tests, care of incubator and explain how the heat is regu- 
lated. Make a drawing to show this. 

Artificial Brooding. 

1. Did he remove any of the chicks from the shell ? 

2. How old were the chicks before they were fed? 

3. Of what did their first meal consist? 

4. What were they fed the first four weeks (a) cracked 
grains? (b) ground feed? (c) did they have a variety? 



— 54 — 

5. How was this fed to them? How many times a day? 
Did they have green material? Beef scraps? Skimmed 
milk? Good water? Describe the means of watering. 

6. How are the chicks kept warm? Can they be over- 
heated? Chilled? Were they given sunlight? Do they 
have plenty of range and pen room ? 

7. How often was the coop or brooder cleansed and disin- 
fected? What precautions are taken against lice? Dis- 
eases ? 

8. Are the floors covered with litter to keep their feet from 
chilling ? 

9. Number of eggs set, number hatched, per cent, breed? 
10. Number of deaths, cause, precautions, etc. 

Natural Brooding. 

1. Observe the same points suggested under artificial 
brooding. 

2. Condition and kind of soil where the coop is placed ; grass 
if any ; are the chicks allowed to wander through the wet 
grass in the morning? 

3. Make a drawing of the coop and surroundings. 

Special. 

Write suggestions for improvements upon the methods which 
the poultry man employed. 

EXERCISE 31 (Recitation). 
CARE OF CHICKENS. 

Recitation on the care of eggs, sitting hens, incubators, brooders, 
feeding hens and chicks. How to set a hen, and references given. 



— 55 



CHAPTER VIII— DAIRY CATTLE. 

EXERCISE 32 (Laboratory). 

STUDY OF COW. 
For the Teacher : 

Previously to this laboratory exercise, have each student make 
an outline of a cow in his note book and take it with him when the 
names of the parts are presented. As each part is named, the stu- 
dent writes the name on or near the corresponding part of his dia- 
gram. This can be recopied in a permanent note book if the copy 
becomes soiled or is too poor. A picture of a cow can be cut from 
a paper and pasted on a cardboard and this cut out for a stencil. 
A tin cow such as is given away with cream separators is good; 
or a stencil may be made, in manual training, from thin wood. 
Take the students to a good, gentle cow and ask the students to 
name the parts ; give them only the names which they do not know. 
The name of every part will occur on the student's diagram. Teach 
the parts shown in the cut. 

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— 56 — 

For the Pupil : 

Object. What parts should be known by one wishing to judge 

• a dairy cow? 
Operation. 1. Prepare an outline of a dairy cow and bring it 
to laboratory with you. 

2. When the teacher points to a part of the cow, 

tell her the part, if possible, then write it on 
your outline in the proper place, 

3. Try to learn every part of a cow so you can re- 

member it. 

4. Place a good drawing, properly labeled, in your 

note book. 

EXERCISE 33 (Laboratory). 

JUDGING A DAIRY COW. 
For the Teacher : 

Have each student possess a score card. These can be purchased 
at fifteen cents per hundred from the Central Scientific Co., Chi- 
cago, or the students may rule a piece of paper and copy one 
placed on the blackboard by the teacher. Any method may be 
employed to enable each to have his score card when the laboratory 
works takes place. If possible, have two types together for com- 
parisons. If this cannot be done, score a good Jersey or a good 
Hereford, as these two are good for comparisons. Others may be 
used to good advantage, as Holstein and Shorthorn. 

The students should read over the score card so as to know the 
meaning of each part of it. He should be told that he can split 
points if necessary, giving one-fourth or one-half if he thinks it 
necessary. A good cow should score 80 or more points out of the 
100 for a perfect cow. It is well to have each put his name and 
final score on the board during recitation so you can better judge 
his difficulties. Then the student can see whether he found enough 
defects and cut enough or not. 

For the Pupil: 

Object. How should the parts of a good dairy cow and a good 

beef type differ? 
Operation. 1. Read over your score card before you visit the 
specimens so you understand every point. 

2. Do your scoring very carefully so as to notice 

each defect. Be sure and examine the crea- 
tures when in doubt. 

3. Copy this score card with your results in your 

notebook. 



— 57 — 



SCORE CARD FOR DAIRY CATTLE. 



General Appearance — 

Weight, estimated, lbs. ; actual, lbs. 

Form — wedge shape, as viewed from side and top 

Quality — hair, fine, soft; skin, mellow, loose, 
medium thickness; secretion, yellow, abundant; 
bone, clean 

Constitution, vigorous, not inclined to beefiness 
Head and Neck — 

Muzzle, clean cut; mouth, large; nostrils, large 

Eyes, large, bright 

Face, lean, long; quiet expression 

Forehead, broad, slightly dished 

Ears, medium size, yellow inside, fine texture.. . 

Neck, fine, medium length; throat, clean; light 

dewlap 

Fore and Hind Quarters — 

Withers, lean, thin; shoulders, light, oblique.... 

Hips, far apart; level between hooks 

Rump, long, wide 

Pin bones or thurls, high, wide apart 

Thighs, thin, long 

Legs, straight, short; shank, fine 

Body- 
Chest, deep, low, with large girth and broad, well 
sprung ribs 

Abdomen, large, well-supported, with moderately 
high flank and large umbilicus 

Back, lean, straight; chine open 

Tail, long, slim, with fine switch 

Loin, broad, level 

Milk — Secreting Organs — 

Udder, long, attached high and full behind, ex- 
tending far in front and full; quarters even.. 

Udder, capacious, flexible, with loose, pliable skin 
covered with fine, short h?ir 

Teats, large, evealy placed 

Milk veins, large, tortuous; large milk wells; 
escutcheon, spreading over thighs, extending 
high and wide; large thigh ovals 



Total 



10 



10 
5 



16 

14 
4 



100 



Animal Date 

Student Standing. 



Xi 4> 



Note. — For bulls, omit points iinder milk udder, etc.. 
lowance for masculinity — head, neck, withers, size. 
Conclusion. 



]\Iake al- 



— 58 — 






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— 59 — 

EXERCISE 34 (Recitation). 

TYPES OF CATTLE. 

Recitation on judging beef and dairy types, male and female. 
Also some of the more important breeds. 

EXERCISE 35. (Laboratory). 

THE BABCOCK TEST. 
For the Teacher : 

Be sure that the student has taken a fair sample of milk. It is 
better for him to pour it directly from the milking pails into a 
clean olive bottle or the like and bring that to school. One cup 
is a plenty fo;' the test, and before testing, have the student shake 
his sample thoroughly for three to five minutes in order that the 
cream may be well distributed throughout the sample. Better 
purchase the acid from a reliable firm and inform them for what 
it is to be used. The specific gravity should be between 1.82 and 
1.83 at 60° F. Strong acid tests 1.84. Use commercial acid. Have 
the students read the whole experiment before performing. Cau- 
tion them about the acid and do not allow the acid to touch tin, 
iron, cloth, flesh, etc. In case of accident, wash ivell in water and 
sprinJile freehj with soda, soap, ammonia or lime water. Have 
one of these at hand. Have all waste acid and remains from test 
placed in a glass jar and bury the substance after the experiment is 
finished. Do not store this acid near other chemicals. Better have 
the students fill the whole machine when using it, by filling the 
empty baskets with bottles of water. In setting up a new machine, 
be sure and grease the gearing well with axle grease or hard oil. 

For the Pupil : 

Object. How is the Babcock milk test performed? 
Operation. 1. Fill out this table: 

Reading at the top of butter-fat column 

Reading at the bottom of butter-fat column 

Per cent butter-fat 

Butter-fat in 50 lbs. milk ' 

Butter in 50 lbs. milk 

"Value of butter today 

Is it lawful milk? 



60 



THE BABCOCK TEST FOR BUTTER FAT IN MILK. 

Utetisils. A hand power centrifugal tester, at least two milk 
test bottles, one pipette to measure the milk, one acid measure, sul- 
phuric acid, a few ounces of milk, and some hot water. 

Sampling the Milk. The milk to be tested should be thoroughly 
mixed just before the sample is taken, to make sure that the fat 
or cream is evenly distributed. This can best be done by gently 
pouring back and forth between two vessels several times. The 
milk should be neither very cold nor hot. Place the small end of 
the pipette at the center of the milk and suck the milk up above 
the 17.6 cc. mark. Quickly put the index finger over the upper 
end of the pipette and by releasing the pressure allow the milk to 
run out until its upper surface is even with 17.6 cc. mark; when 
the pipette is held straight up and down. Place the point of the 
pipette a short distance into the test-bottle neck, holding it against 
the glass and with both pipette and bottle at an angle. Remove 
the finger to allow the milk to flow into the bottle. Be sure to 
get every drop of the milk, taking care to drain the pipette and 
to blow the last drop into the bottle. A little practice should make 
anyone proficient with the pipette. It is always best to make this 
test in duplicate ; hence two bottles are needed for each lot of 
milk. 

Using the Acid. The acid is very strong and must be handled 
with great care. If any gets on the hands, face or clothing, it 
should be washed off quickly and water should always be ready 
for this purpose. Do not leave the acid where young children 
can get it. Never use the pipette for measuring acid. Do not 
pour acid in tin and iron receptacles — use glass or earthen ware. 
After all the samples of milk to be tested have been measured, the 
acid should be added. Fill the acid measure to the 17.5 cc. mark 
with acid that is neither very cold nor hot. Pour this into the 
bottle in a slanting position. The acid will then carry down any 
milk left in the neck and follow the glass surface to the bottom of 
the bottle and form a layer under the milk. Hold the bottle by 
the neck and give it a circular motion for a few minutes, mixing 
the milk and acid until no milk or clear acid is visible (see draw- 
ing). By this time the contents will be dark colored and hot. 
This change is due to the acid dissolving all the solid constituents 
of the milk except the fat, which it does not affect. Insert bottles 
in the baskets of the machine, being sure that each basket is filled 
with a bottle of milk or of water. 



— 61 — 

Whirling the Bottles. The bottles are whirled to separate the 
fat so that it can be measured. They should be hot when whirled. 
If necessary, they may be heated by standing in hot water before 
being put into the machine. A steam machine is easily kept hot 
when in use. Other kinds should have boiling hot water placed in 
them if heat is needed. Place the bottles in the machine so that 
each one wall have another directly opposite, to keep the machine 
in balance. "Whirl the bottles five minutes at the proper speed for 
the machine. (Generally count, "a thousand-one," "a thousand- 
two," etc., and give the crank one turn at each count or once a 
second). Then stop it and with, the pipette or other convenient 
means, add hot water to each bottle until the contents come up to 
the bottom of the neck. "Whirl again for two minutes. Add 
enough hot water to bring the top of the fat nearly to the top of 
the graduations on the neck of the bottles. Whirl one minute. The 
fat should then form a clear column in the neck of the bottle. 

Reading the Percentage. Keep the fat warm so that it will be in 
a fluid condition. Hold the bottle by the upper end of the neck, let- 
ting it hang in a perpendicular position, on the level with the eye. 
Read the mark or graduations at the extreme top and the extreme 
bottom of the fat column. The difference between these is the per- 
centage of fat in the milk. Most test-bottles are made to read as 
high as 10 per cent. Each percentage has its number marked on 
the glass and there are five small spaces each representing .2 per 
cent between these principal marks. Thus, if the top of the fat 
column is even with the third short mark above the 7 mark, the top 
reading would be 7.6 ; and if the bottom is half way between the 
first and second short marks above the 3 mark, the bottom reading 
would be 3.3 ; the difference is 4.3, which is the percentage of fat 
or number of lbs. of fat in 100 lbs., of milk tested. 

NOTES: 1 CO. means 1 ciibic centimeter or ahoiit 20 drops. 
If the fat column is clouded with ivhite specks, pr'ohahly the acid 
■was not strong enough, or not enough ivas nsed, or the heat was 
not high enough. If with dark specks, the acid was too strong, too 
much used or the heat too great. Always keep the acid hottle 
closed when not in use. Clean the hottles while warm with warm 
water. Do not let stand until cold. Observe a skim-milk hottle 
and a cream hottle for testing. Tell just how each differs from the 
milk hottle. State standards of Iowa for milk: Solids, 12%; 
butter fat, 3%; cream, 16% butter fat. . 



—62— 

NOTES: The student may separate shimmed milk and cream if 
lie mskes. To reduce butter fat to hutter, multiply hy 1 and 1-6. 
Explain how this is possible ? 

EXERCISE 36 (Recitation). 

CARE OF MILK. 

Learn the best ways to care for milk in the stable and in the 
home. Use of the test. Test Associations and other references 
given. 



—63— 
CHAPTER IX— SUGGESTED WORK. 

EXERCISE 37. 
To the Teacher: 

Have a boy or girl bring a pony or horse to school and learn its 
parts as in method for learning the parts of a cow. This might be 
studied in recitation. 

EXERCISE 38. 
To the Teacher : 

The students might score a roadster and a draft horse, or dis- 
cuss the difference, also breeds, etc., in class. 

EXERCISE 39. 
To the Teacher: 

A very interesting review lesson may be given in comparing the 
size, shape, use, position and body needs of the butterfly, rooster, 
cow and horse. 

EXERCISE 40. 
To the Teacher: 

A good review of the term's work should be given. The follow- 
ing correlations are good for class discussion : 

(a) Name and compare as to size, shape, form, uses, and parts 
used, the plants studied. Uses of these plants studied to the 
animals studied. 

(h) Uses of soil, air and sunshine to plants and to animals. 

(c) Compare the effects of weeds studied upon the plants 
studied. 

(d) Discuss the harm or use that each animal is to each animal 
and plant studied. 

(e) Compare the conditions necessary for the healthy growth of 
a young chick with those for the healthy growth of a young 
corn plant. 

(f) Compare the way a cow obtains her food with the method 
employed by the corn plant. 

(g) Name plant and animal enemies of plants. Name plant and 
animal enemies of animals studied this term. 

(h) Name five soil conditions in a pasture and the adjoining 
cultivated field favorable for the raising of a two-year-old 
steer. Give a reason for the soil possessing each of these 
qualities for the good of the steer. What does the steer give 
to the land? The land to the steer? 

(i) Discuss the above for a milch cow and for a horse. 



—64^ 

REFERENCES FOR AGRICULTURE IN THE GRADES. 

Ten or more books from this list should be available for the use of the 
pupils. 

Bailey — Principles of Fruit Growing; Macmillan $1.50 

Bailey — Principles of Vegetable Gardening; Macmillan 1.25 

Bailey — Pruning Book — Macmillan 1.50 

Barto — Manual of Agriculture, Soils and Crops 

Brooks — Agriculture, Volumes I and II; Home correspondence Schools 3.00 

Buffum & Deaver — Sixty Lessons in Agriculture; American Book Co. .60 

Burkett, Stevens & Hill — Agriculture for Beginners; Ginn & Co 75 

Craig — Judging Livestock; Kenyon Printing Co., Des Moines, Iowa.. 1.50 

Davis — Experiments in Agriculture; S. E. Green, Cedar Falls, Iowa 1.00 

Davis — Productive Farming; J. B. Lippincott 1.00 

Davis — Rural School Agriculture; Orange Judd Co 1.00 

Ferguson & Lewis — Elementary Principles of Agriculture; Hall & 

McCreary 1.00 

Fisher & Cotton — Agriculture for the Common Schools; Charles 

Scribner's Sons 80 

Harper — Manual of Farm Animals; Macmillan 2.00 

Mann — Beginnings in Agriculture; Macmillan 75 

Plumb — Beginnings in Animal Husbandry; Webb 1.25 

Sanderson — Insect Pests of Farm, Garden and Orchard; John Wiley 

& Sons 3.00 

Upham — An Introduction to Agriculture; Appleton 75 

Warren — Elements of Agriculture; Macmillan 1.10 

Watts — Vegetable Gardening; Orange Judd Co 1.75 

Wilson — Agriculture for Young Folks; Webb 1.00 

Wilson & Warburton— Field Crops; Webb 1.50 

Wing — Milk and Its Products; Macmillan 1.50 

Farmers Bulletins, U. S. Department of Agriculture: 
U. S. Year Book of Agriculture, 1905. 
U. S. Bureau of Entomology, Circular No. 60. 
U. S. Bureau of Chemistry, Circular No. 51. 

School Bulletins and Circulars, Ames: 
Circular No. 2. 
Circular No. 5. 
Circular No. 17. 
Extension Bulletin No. 19. 



—65— 
APPARATUS. 

Much of the apparatus used in the work is of a simple and inex- 
pensive nature. The pupils may make certain articles in the manual 
training shop or furnish them from their homes. 

The following will be needed for a class of five : 

Seeds, etc : 

Corn Radish Oats Alfalfa Tomato 

Beans Lettuce Timothy Beets Potato tubers 

Peas Onion sets Wheat Cabbage 

Mosquito netting 5 yards 

Muslin 2 yards 

Hoes 5 

Spade 1 

Garden trowel 5 

Rakes ( garden ) 3 

Stakes 25 

Chalk lines or any stout string as binding twine. 1 ball 

Glass tumblers 5 

Corn starch 1 spoonful 

Corks 2 

Pins 25 

Stew pan for boiling 1 

Fruit cans 5 (2-qt. Economy, best) 

Knives (paring or pocket) 5 

Seed germinator (made by the students) 1 • 

Hen coop (made by the students) 1 

Egg tester (made by the students) 1 

Wire (baling) 10 feet 

Vinegar 1 spoonful 

Soda 1 spoonful 

Hammer 1 

Nails 1 lb. 

Tomato cans or old 2-pt. pails. ] 



—66— 

EQUIPMENT THAT MUST BE PURCHASED. 

1 Harvard trip scale $ 6.65 

1 set iron weights, i/^-oz. to 2 lbs 1.40 

1 spring balance, 25 lbs. in i/^-lb. divisions 16 

1 Babcock milk tester, 8 bottles, complete 10.00 

Extra equipment for same — 

4 milk bottles, 2 cream bottles (50%), 2 skim milk bottles 

(1-100), 4 acid measures, 4 pipettes (combined), 4 brushes.. 4.00 

5 tripod magnifiers (preferable each student should own one) 2.25 

24 small vials, 3 inches long, for teacher's collection (students should 

buy their own ) , with corks 46 

1 insect mounting case, 4x5 15 

5 rulers, maple, English and metric 20 

1 yard stick 20 

10 student lamp chimneys (or have pupil bring one from home) 60 

1 sheet or cardboard, 16x20 10 

1 oz. iodine 15 

1 qt. denatured alcohol 45 

1 alcohol lamp, 8-oz 40 

1 qt. formalin, 40% 60 

1 oz. chloroform 10 

1 lb. hydrochloric acid 25 

1 lb. nitric acid, C. P 35 

2 vials litmus paper, red and blue 16 

1 glass graduate, graduated in drahms, 4-oz 50 

Sample of fertilizers may be secured free from the leading meat packing 
houses of the country. 







MS 






. 


5 




Of A 

Ferg 

Lewis 

phs) 


aT 


si 

o S 

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ai 
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9> 
1 


Exercises 


Prin. 
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1 and 

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uent. 

ricultu 

irren 

ages) 




& 






5 acc Cb 


|«^ 


o3"r<r" 




Exp. 1 






Circ. 2 


U. S. Yr. 


1 


Exp. 2 






56; 92; 


Bk. of Ag. 




Recit. 3 


12-45 




93; 97. 


1905, p. 265 
218 
229 




Exp. 4 


20 to 27 


60 to 67 


Circ. 2 


218 


2 


Recit. 5 






97; 100; 
101 






Exp. 6 








227 


3 


Recit. 7 


32 to 34 






229 



4 


Exp. 8 
Exp. 9 
Recit. 10 


62 


244 to 247 

70 to 270 

169 to 274 

190 to 197 


Circ. 5 




5 


Exp. 11 
Recit. 12 


243 to 248 


255 to 258 




223 
U. S. Bu- 
reau Ento- 
mology 
Circ. 60 


6 


Exp. 13-14 
Exp. 15-16 
Recit. 17 




227 to 235 
371 




218 94 

195 

134 

154 

149 


7 


Exp. 18 
Exp. 19 
Recit. 20 


100 to 141 


75 to 78 




214 66 
147 

187 


8 


Exp. 21-22 
Exp. 23-24 
Recit. 25 


71; 93; 107 
73; 91; 99 
74; 92; 105 
84; 95; 50 


78 to 99 




187 214 
245 133 

144 77 


9 


Exp. 26 
Exp. 27 
Exp. 28 
Recit. 29 


227 
234 
313 
316 


363 3 
285 6 
268 7 
300 




585 t51 

141 

236 87 

122 62 

236 122 

128 


10 


Exp. 30 
Recit. 31 


227 




Ext. Bui. 

19 

Circ. 17 

(Exc.) 
*Clubs 


41 84 

141 236 

237 



11 


Exp. 32 
Exp. 33 
Recit. 34 


258 to 274 


323 to 350 




162 
143 


12 


Exp. 35 
Recit. 36 


351 


62 

335 

345 

324 to 413 




42 
233 - 
151 


Suggested 
13 Exp. 37 
Recit. 38 


277 to 293 


301 to 321 




184 



14 Review 39 

15 Review 40 



See suggestions to teachers. 
See suggestions to teachers. 




126 


196 


207 










141 


189-200 


208 


219 240 






17 


118-147 




221 


221 






20 








235 33 






348 


161; 28 


152-171 


160-172 


208 




21-50 




179; 247 


185-186 


33 


64 




237; 127 






166-167 


173-184 


69 




128 




1 to 12 


13 

54 

6 


42 
43 


95 
112 


1-4 






6 


9 17 


55 to 61 


98 to 106 


9 






10 


10 


67 


110 


20 






13 


13 21 






22 






14 


16 






27 






15 








31 







204 
206 


339 
341 to 343 


284 to 298 












344 








Manual of 

Farm An. 

Harper 


Live 

Stock 

Judging 

Craig 


193 to 197 


227 to 242 


257 to 270 






186 to 355 


63 to 104 


220 to 225 


326 


333 to 335 






113 

197 

210 to 233 

259 





183 to 191 



213 to 226 



240 to 256 



3 to 180 



1 to 159 



-70- 



^ 




03 


R-g" 


ol. 



1 


1 


h-1 




OS 
4^ 


" 3 


tSWn 


J-, 


ft R 




Exercises 


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I> 1 


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■gTS-O 


^•- « 


g^s 










s s '^ 

m <5 03 


2 '-•c 

is sua 


2" M 




Exp. 1 












1 


Exp. 2 
Recit. 3 








4 
69 


23-26 
26-30 



Exp. 11 
Recit. 12 



Exp. 13-14 
Exp. 15-16 
Recit. 17 



2 


Exp. 4 
Recit. 5 








6 


30-33 

34-40 

18 


Exp. 6 
3 Recit. 7 


39 










4 


Exp. 8 
Exp. 9 
Recit. 10 


39 






71 to 75 
33 
61 


522-539 



85 91 



355 to 359 

392 

78 to 81 

9 to 21 



99 
78 
79 
84 



477 to 489 

1 to 477 

19 



154 
234 



Exp. 18 
Exp. 19 
Recit. 20 



17 to 25 



10 
13 

246 



8 


Exp. 21-22 
Exp. 23-24 
Recit. 25 


17 to 25 
32 






11 
21 




9 


Exp. 26 
Exp. 27 
Exp. 28 
Recit. 29 




341 to 386 




204 

208 




10 


Exp. 30 
Recit. 31 


Milk 

and its 

products 

Wing 


366 




208 




11 


Exp. 32 
Exp. 33 
Recit. 34 




173 to 195 




159 to 167 




12 


Exp. 35 
Recit. 36 








174 




Suggested 
13 Exp. 37 
Recit. 38 




125 to 172 









14 
15 



Review 39 
Review 40 



See suggestions to teachers. 
See suggestions to teachers. 



♦Clubs— Poultry clubs are formed in The Junior Club work under the 
poultry club and address the State Ag-. Colleg:e for help and particulars. 

fU. S. Dept. As.— Bur. of Chem. 51, has colored illustrations showing 



O oi'O 









M^PQ 



Si 

a> O 
MbMK 



l^ 









.S I 

IT f- 

II 

Coo 

bi tas « 



5 = 






SOS 

ft 5i 

C o bt 
Ants O 
a S? O 



49-51 



14 



396 
380-393 



126 
111 
112 



1 52 I 

59 53 

60 54 
49 







395 


108 


46 50 






61 




24 


109 


. 47 




43-44 




401 
394 




48 
49 




44 


28 


393 




17 






50 


24 












198 to 202 


43 

52-55 

61 49 

50 58 
62 71 73 


95 
241 


204 to 207 


10 
11 

12 






229 to 236 


27 


528 


208 to 213 




Pages 1 












177 














109 














125 





154-156 

284-287 



130 



177 to 198 



See Sup- 
plement 



Index 



21-25 



18 
28 



11 

26 
13 



133 

43 



12-87 



54-58 



63; 
64 
65 
66 



67 



70 



26 48 


128 8 
109 9 
26 
116 


49 64 
17 65 
29 309 


6162 


71 89 
73 

78 96 
85 97 






225 to 228 




e03812 


286 to 289 


135 128 

136 130 

137 131 

138 132 








247-263 


803-812 


286 to 287 








211 to 215; 188: 208 
1 163: 193 
192 


735 
549 
550 


36 


107 
108 
109 








187 


737 to 741 


304 to 309 


110 






206 to 210 


215 222 1 598 


250 to 259 









direction of E. C. Bishop, Ames, Iowa. The teacher should try to form a 
the parts of eggs during different stages of incubation and of decay. 



LIBRftRY 0«^ CONGRESS 



002 586 619 8 * 



